Francis Marion University Lesson Plan Template

Administration and Purpose: Lesson planning and preparation are critical prerequisites for a high quality,
effective lesson. To that end, teacher candidates are asked to complete lesson plan assignments at various
stages of his/her program of study.

Minimal Level of Proficiency: Teacher candidates should strive toward the “expectation” or “exceeding
expectation” performance level as described on the FMU Lesson Plan Rubric. This is the level that is required of
student teachers in order for their lesson plans to be approved.

Directions to Candidate: Each section is required and should be explained in detail. See the “Template with
Notes” and the “FMU Lesson Plan Rubric” for specifics about each section.

DAY: Monday 1/28/2019 SUBJECT: Kindergarten ELA TIME: 8:00 am to 10:00 am

TOPIC: Reading and Writing UNIT TITLE: Principles of Reading and
Fundamentals of Writing

STANDARD(S)/OBJECTIVE(S)/ASSESSMENT(S):
STANDARD(S):
Previous Standard(s):
K-RL.2: Demonstrate understanding of spoken words, syllables, and sounds. (word work/small group)

K-RL.5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing
conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.
(whole group reading)
K-RL.6: Summarize key details and ideas to support analysis of central ideas. (whole group reading)
K-RL.8: Analyze characters, settings, events, and ideas as they develop and interact within a particular
context. (whole group reading)
K-RL.9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their
relationships shape meaning and tone in print and multimedia texts. (whole group reading)

K-W.5: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (writing)

Previous Indicator(s):
K-RL.2.1: Recognize and produce rhyming words. (word work)
K-RL.2.2: Count, pronounce, blend, and segment syllables in spoken words. (word work)
K-RL.2.4: Isolate and pronounce the initial, medial, and final sounds in a three-phoneme word. (word
work)
K-RL.2.5: Add or substitute individual sounds in simple, one-syllable words to make new words. (word
work)

K-RL-5.1: With guidance and support, ask and answer who, what, when, where, why, and how questions
about a text; refer to key details to make inferences and draw conclusions in texts heard or read.
(Whole group reading)
K-RL.6.1: With guidance and support, retell the central idea and identify key details to summarize a text
heard, read, or viewed. (Whole group reading)
K-RL.8.1: With guidance and support, identify words, phrases, illustrations, and photographs used to
provide information. (Whole group reading)
K-RL.9.1: With guidance and support, identify the literary devices of repetitive language and the sound
devices of rhyme, onomatopoeia, and alliteration; identify when the author uses each. (Whole group
reading)
K-RL.9.2: With guidance and support, identify how an author’s choice of words, phrases, conventions,
and illustrations suggest feelings, appeal to the senses, and contribute to meaning. (whole group
reading)

K-W.5.1: Capitalize the first word in a sentence and the pronoun I. (Writing)
K-W.5.2: 5.2 Recognize and name end punctuation. (writing)

Today’s Standard(s):
K-RL.2: Demonstrate understanding of spoken words, syllables, and sounds. (word work/small group)

K-RL.13: Read independently and comprehend a variety of texts for the purposes of reading for
enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly
complex text over time. (whole group reading)

K-RL.5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing
conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.
(whole group reading)

K-W.2: Use drawing, dictating and/or writing to tell about a topic (TOPIC: SEA LIFE) (writing activity)

Today’s Indicator(s):
K-RL.2.1: Recognize and produce rhyming words. (word work/small group activity)
K-RL.2.2: Count, pronounce, blend, and segment syllables in spoken words. (word work)
K-RL.2.4: Isolate and pronounce the initial, medial, and final sounds in a three-phoneme word. (word
work)
K-RL.2.5: Add or substitute individual sounds in simple, one-syllable words to make new words. (word
work)

K-RL.13.1: Engage in whole and small group reading with purpose and understanding. (whole group
reading)

K-RL.5.1: Ask and answer who, what, when, where, why, and how questions about a text; refer to key
details to make inferences and draw conclusions in texts heard or read. (whole group reading)

OBJECTIVE(S):
Previous Objective(s):
K.RL.2.1: Students will recognize and produce rhyming words by replacing the beginning letter with
another letter so that the new word rhymes with the original word. (word work)
K.RL.2.2: Students will count, pronounce, blend, and segment syllables in spoken words by clapping the
syllables in the word. (word work)
K.RL.2.4: Students will isolate and pronounce the initial and final sounds in a three-phoneme word by
using the strategy “sound and stretch” and then choosing the word that matches the same initial/final
sound as the example.(word work)
K.RL.2.5: Students will add or substitute individual sounds in simple, one-syllable words to make new
words by looking at the picture, determining the word, and then breaking it up based on the syllables.
(word work)

K-RL-5.1: Students will be able to show understanding of the reading by asking and answering who,
what, when, where, why, and how questions about a text and referring to details to make inferences in
texts heard. (Whole group reading)
K-RL.6.1: Students will be able to retell the central idea and identify key details to summarize a text
heard or viewed by accurately telling what happened in the story. (Whole group reading)
K-RL.8.1: With guidance and support, students will be able to identify words, phrases, illustrations, and
photographs used to provide information about what the book is trying to say. (Whole group reading)
K-RL.9.1: With guidance and support, students will be able to identify the literary devices of repetitive
language and the sound devices of rhyme by joining in the reading and correctly repeating what the text
says. (Whole group reading)
K-RL.9.2: With guidance and support, students will be able to identify how an author’s choice of words,
phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning
by determining how the character feels in the story based off of what is read. (whole group reading)

K-W.5.1: Students will be able to capitalize the first word in a sentence and the pronoun I by practicing
writing sentences in which they capitalize the first letter and I. (Writing)
K-W.5.2: 5.2 Students will recognize and name end punctuation by writing sentences and using the
correct ending punctuation based on the type of question shown. (writing)

Today’s Objective(s):
K.RL.2.1: Students will recognize and produce rhyming words by replacing the beginning letter with
another letter so that the new word rhymes with the original word.

K.RL.2.2: Students will count, pronounce, blend, and segment syllables in spoken words by clapping the
syllables in the word.
K.RL.2.4: Students will isolate and pronounce the initial and final sounds in a three-phoneme word by
using the strategy “sound and stretch” and then choosing the word that matches the same initial/final
sound as the example.

K.RL.2.5: Students will add or substitute individual sounds in simple, one-syllable words to make new
words by looking at the picture, determining the word, and then breaking it up based on the syllables.

K-RL.13.1: Students will be able to engage in whole reading with purpose and understanding by being
able to answer questions on what they have read.

K-RL. 5.1: With guidance and support, students will be able to ask and answer who, what, when, where,
why, and how questions about a text; refer to key details to make inferences and draw conclusions in
texts heard by being able to answer the verbal questions correctly.

K-W.2: Students will be able to recall information on a given topic discussed by drawing, dictating
and/or writing to tell about a topic (TOPIC: SEA LIFE).

ASSESSMENT DETAILS:

**The students will not have a summative assessment on this lesson for a couple of weeks**;
however, they will have formative assessments to show that they understand what they are being
taught.

Students will begin with the Word Work activities. On this, the class will cover final sounds, initial
sounds, rhyming words, breaking words, making new words, counting words, and syllables. They will
have a few examples to answer and then I will give them the opportunity to create their own examples
for some of the categories (initial sound, final sound, rhyming words). (Remember/understand/apply)

Students will be asked various questions during the whole group reading to recognize their
comprehension of the text (who, what, when, where, why, and how). (remember)

Students will independently write a sentence based on the given topic using a word wall word.(create)

Students will go to small group activity and show their ability to rhyme (with a teacher). (remember,
understand, apply)

Note: These assessments are reliable because the information will never change no matter where or
when it is taken. The assessments are valid because every answer completely answers what is being
asked and covers the standard.

CRITERIA FOR MASTERY OF ASSESSMENT(S):

**The students will not have a summative assessment on this lesson for a couple of weeks**

They will show that they understand the Word Work activities by giving the correct answer for each
question asked (final sounds, initial sounds, rhyming words, breaking words, making new words,
counting words, and syllables). I will click a “star” for each correct item. This will allow for them to move
to the next skill. (remember/understand/apply)

They will show their understanding of the whole group reading if they are able to answer the questions
that I ask of them on the story elements. (remember)

They will show they are able to complete the writing assignment if they correctly write the sentence
given without much additional assistance. (create)

They will show their understanding of the small group activity if they can come up with words that
rhyme with the provided ocean word. They should be able to replace the initial sound with a new one to
create a word that rhymes with the original word. (remember/understand/apply)

KEY VOCABULARY/CONCEPTS:
Syllables- a unit of pronunciation having one vowel sound, with or without surrounding consonants,
forming the whole or a part of a word (Word Work activity)
Beginning sound- first sound in the word (Word Work activity)

Final sound- last sound in the word (Word Work activity)

Rhyming- having or ending with an identical or corresponding sound to another. (Word Work activity)
(Small group activity)

Making new words- replacing the first letter with another to create a new word (Word Work activity)

MATERIALS:
TEACHER MATERIALS NEEDED: Word Work SmartBoard activity (Word Work Day 1)(visual/auditory),
Rainbow fish character model (attention getter)(visual), “Rainbow Fish” book (Whole group reading)
(auditory), Writing paper (writing activity) (kinesthetic), rhyming word worksheet (small group
activity)(visual, auditory, kinesthetic) https://www.youtube.com/watch?v=u4_L7CM46M4 (closure)
(visual, auditory)
STUDENT MATERIALS NEEDED: pencil (writing activity/small group)

STEP BY STEP PROCEDURES:

INTRODUCTION:
LESSON OVERVIEW:
I will tell the students that we will be working on reading and writing today; however, it will all be
around the topic of “Sea Life.” First, we will discuss the vocabulary words as they are introduced in the
word works activity. Students will answer each component of this activity correctly in order to progress.
Next, the students will listen to the story “The Rainbow Fish” by Marcus Pfister. As we read the text, I
will ask the students questions about the reading and what they think may happen as we continue
reading. Next, students will work on their writing in which they will watch me model how to write the
sentence about the sea. After the students finish their writing, they will move on to a small group
activity in which they will find words that rhyme with words from the ocean. We will end by watching a
fun song video about fish in the ocean.

ACTIVATION OF PRIOR KNOWLEDGE:

You guys have been practicing each of these objectives as the year has gone by. With that being said,
you all know how this works; however, each day is a different example. Before kindergarten, you guys
have read books and learned your letters some.

Previous testing: Students have previously been tested on these skills for their previous report cards;
however, they will continue to practice these skills the entire year.

PURPOSE OF TODAY’S LESSON: (Why is this skill/lesson important for everyone? How could everyone
use this lesson?)
People need to know each of these skills so that they are able to read and write. You cannot learn to
read or write if you are not familiar with phonemes. Reading stories and answering questions about
what you have read allows for people to comprehend what they are reading.
For example, in the future, would you be able to start your dream career if you are not able to read or
write? You have to be able to read what you are supposed to be doing in that job and even write
information on what you have mastered.

RELEVANCE OF TODAY’S LESSON: (Age appropriate real-world examples why students need to know
this/or how they could use it)
This lesson is helpful to you guys because it allows for you to understand how letters sound and helps
you to learn new words so that you can learn how to read and write. I will model how each of these,
reading and writing, should be done. I want you guys to be able to start to learn how to read and write.

For example, if you wanted to learn how to read a book to your parents or write a note to a friend, you
need to know how reading and writing work.
EXPECTATIONS:
For the word work activity, I expect that you guys are listening and sitting calmly on the carpet.
Whenever I ask for the answer, I expect that you guys raise your hand to answer. If I ask the whole class
a question, I do not want you to answer until I “drop the mic” (strategy this classroom uses). I expect
that you are trying to understand what is being taught and try to think of more examples to each of the
components.

During whole group reading, I expect that you are sitting quietly and focusing on what is being read. I
want you to think about who, what, when, where, why, and how the story details are. If you want to
answer one of the questions, you should raise your hand and wait to be called on. When your friends
are answering, I want you to listen and check in your head if that is what you were thinking the answer
was. If you have anything to add to the story details, please feel free to raise your hand and do so.

During the writing activity, I expect that you are paying attention to what the sentence says and how it is
written. Watch how I write it slowly and correctly so that you can do the same thing afterwards. I expect
that you use a capital letter at the beginning and a punctuation mark at the end. Make sure that you
write the sentence that I provide you in regards of the given topic.

During the small group activity, I expect that you really try to learn how rhyming works. I want you to
work with the teacher and sound out each sound (phoneme) to form new words that rhyme with the
ocean words.

During the video at the end, I expect that you are listening and sitting on the carpet how you should be.
You are able to sing along if you learn the words but do not scream the words.

Overall, I expect that you learn how to rhyme, find syllables, initial sounds, final sounds, make new
words, divide words, answer/ask story questions, write a complete sentence, and are positive through it
all. I want you to give it your best attempt.

This is important because it verifies that students are consistently paying attention, participating, and
learning the material being taught.

ATTENTION GETTER:
***Note: This will be done before the whole group reading***

*Show the Rainbow fish model* (visual)

“Does anyone know who this is?” *Rainbow fish*
Yes! This is Rainbow fish. Let’s look at what Rainbow fish looks like. What colors do we see? *yellow,
pink, green, blue, purple, and silver* Today, we will be reading the book “The Rainbow Fish” by Marcus
Pfister. Raise your hand if you have ever heard this book before. *wait for hands*

The attention getter is engaging because it gives the students a real-life example of what Rainbow Fish
looks like. It gets the kids excited on what the book is about and makes them wonder about what she
does in the book. It grabs their attention so that we can begin the reading.
LESSON DEVELOPMENT: **THIS FOLLOWS MY CT’S DAILY SCHEDULE**

Word Works Day 1 (visual/auditory)

1) Start with Count the words: Read the sentence. “The dog wags its tail.” (Modeling)
2) How many words do you hear? Repeat the sentence. Give them a second to think. Allow for them to
answer. Then count as a class “5 words.” Click the number 5. (Guided Practice)
3) On the next slide, have the students say each word as you click it to show how many individual words
that there are. (Guided Practice)
4) Next, we will be working on rhyming words. I will say a word and I want you to tell me which word
rhymes with it. “Sat” (modeling)
5) Okay so listen closely. “Sat, rat” or “sat, map” *lift hand mic in the air* *drop it and let class answer*
(Sat, rat) (Guided practice)
6) If I were to take the s off, what other words could we make? *model taking it off and write the word
“_at”. If I put a “B” in the blank, what word do I have? “If I put a c in the blank, what word do I have?”
(guided practice/modeling)Raise your hand if you have another example. (independent practice)
7) Next we will be working on initial sounds. This means the beginning sound or the first sound that we
hear in the given word. The word is “under.” (Show on arm) (Modeling) I am going to give you two
examples and I want you to repeat the one that is correct. “Under, umpire. Under, otter.” *hold hand
mic up* *Drop mic* (under, umpire). (guided practice)
8) Who can give me an example of a word using this beginning sound? *call on students following
directions* (independent practice)
9) Now we will be focusing on the ending sound. This means the very last sound that you hear in the
given word. The word is “meat.” (show on arm) (modeling) I am going to give you two examples and I
want you to repeat the one that is correct. “meat, ball or meat, boat” *hold up hand mic* *drop mic*
(meat, boat) (guided practice)
10. Who can give me an example of a word using this ending sound? *call on students following
directions* (independent practice)
11. Now we will figure out which word that we hear. *pic-ture* (repeat) Which image shows the word
that I said? *click on picture of girl* (guided practice)
12. The word is broccoli. How many syllables do you hear in the word broccoli? *let students count*
Okay, on the count of three I want you to say it out loud. 1, 2, 3 *3*. (independent practice) Okay so
let’s do it together. Broc-co-lli. Three, good job! (guided practice/modeling)
13. What do we think that the picture is showing us? *call on student* (bathtub) Good job! How do we
break the word apart to make it into two different words? Click it after discussion (guided practice)

**Attention getter here**(rainbow fish model) (visual)

Reading Rainbow Fish (auditory)
1) Read the story to the students. (modeling)
2) Ask why Rainbow fish does not have any friends. (higher level thinking) (comprehension)
(independent practice/guided practice)
3) Stop and ask what they think will happen next.. (page where Rainbow fish finished talking to octopus)
*call on students* (higher level thinking) (independent practice/guided practice)
4) At the end of the book, ask who, what, where, and how… (recall)
-Who was the main character? (Rainbow Fish)
- What was the problem? (Nobody wanted to play with Rainbow fish.)
-Where did the story take place? (Under the sea)
-How did Rainbow fish fix the problem and make friends? (Shared scales with the other fish.)
(guided practice)

Writing activity (kinesthetic)

1) I will model how the sentence should be written. (modeling)
The ocean has fish.
2) As I write, ask students some questions like “what should be at the beginning of the sentence?
*capital letter* What goes at the end of the sentence? *period* Have students help sound out words.
(guided practice)
3) Students will go to their tables and write the sentence themselves. (independent practice)

Small group activity (visual/auditory, kinesthetic)

1) Students will stay at their table and work with the teacher at that assigned table (either me, Mrs.
Nettles, or Mrs. Driggers). (guided practice)
2) They will work on the rhyming words sheet together.
Shark
-park
-mark
-dark
-bark

Sea
-tea
-pea

Fish
-dish
-wish
-squish
-swish
Crab
-cab
-tab
-dab
-stab
-slab
-lab

Whale
-tale
-stale
-kale
-male
-pale

Formative Assessment: Students will be given the opportunity to ask/answer questions at the end to
show their understanding of today’s lesson. (formative assessment)

ASSESSMENT/CLOSURE: To end the lesson, students will come back to the carpet and we will discuss
what all we learned. We will talk about how the ocean has fish. I will give the students time to
ask/answer questions and then close the lesson with the YouTube video. (visual/auditory) (formative
assessment) (504)

**NOTE: There will not be a summative assessment on this until later on**

SPECIAL ACCOMMODATIONS:
RATES OF LEARNING/ABILITY LEVELS:
 Tasks for early finishers: If students finish the writing early, they are to look back over it and
make sure that they have written everything correctly (capital letter, punctuation, etc). If they
finish the small group activity early, they are able to come up with more words. If they cannot
think of any, then they are free to go to busy buckets until everyone is finished.
 Provisions for those who struggle or need more time: Teachers will be there for assistance to
help the students who are struggling. If they need more time, they can work at the end of the
day during reading time. Note: allow for that one student to attend Resource if needed/Allow
for the OT student to get additional guidance (maybe one-on-one)

LEARNING STYLES:
 VISUAL: Rainbow fish model, Word Works, Rainbow Fish reading, small group activity, video
 AUDITORY: Rainbow fish reading, Word Works, small group activity, video
 KINESTHETIC/TACTILE: Writing activity, small group activity

SPECIAL NEEDS:
 IEP: 3 students qualify for speech: directions and content will be repeated when needed
1 student qualifies for Resource: grant them the opportunity to go for help or extra time
1 student qualifies for OT: work with this student closely when needed. They need extra
directions and assistance.
 504: ESL learner: allow for communication to occur during the lesson
SMARTBOARD WORD WORK ACTIVITY:

SMALL GROUP ACTIVITY:

 Name_______________________________________

Under the Sea: Come Rhyme with Me!

Directions: For each example, change the beginning letter to another letter to create a new word that
rhymes with the “Under the Sea” word.

1. Shark 2) Sea

______ark
____ea

______ark _____ea

______ark ____ea

______ark _____ea

______ark _____ea

______ark ______ea

______ark _______ea

3. Whale Fish

____ale ____ish

_____ale ____ish

_____ale ____ish

_____ale ____ish

_____ale ____ish

____ale _____ish

_____ale _____ish